Inclusive Education and Early Childhood Community of Practice: Teacher Training Workshop
Click here to visit the space for your group:
Group 1. Social Emotional Learning (SEL)/Psychosocial support
Group 1. Social Emotional Learning (SEL)/Psychosocial Support
Challenge | Solution | Tools & Resources | Name and Email (Optional) |
Implementing at Distance | Hybrid Instruction maintaining social distance | Danielle De La Fuente danielle@amalalliance.org | |
Helping teachers stay connected and find support for their work and their learning | Sustained, Facilitated Communities of Practice; Professional Learning Communities & Networks | Protocols can support inclusive and equitable participation; some tools can be found here: https://www.schoolreforminitiative.org/protocols/ and https://www.liberatingstructures.com/ | Julie Kasper |
Start measuring SEL | Using tools already done and practicing with it. | Panorama SEL Survey https://www.panoramaed.com/social-emotional-learning-sel | |
| | | |
| | | |
| | | |
Group 2. Teacher and Caregiver Wellbeing
Challenge | Solution | Tools & Resources | Name and Email (Optional) |
Stigma - topic is not yet mainstreamed | | Xymena Salado xymena@wellbeing-project.org | |
Not enough research / data | | Faye McAllum report from Australia | |
A lot of the research that is out there is from Europe and North America | | https://www.amalalliance.org/news-copy-1 We Are all in this together podcast | |
| | | |
Vicarious trauma/anxiety vs Mindfulness and working-through stressful experiences. What conditions promote adaptive vs maladaptive self-reflection? | Self-distancing/ “decentering” | Marios Dakis mdakis@iom.int | |
| | | |
Group 2. Teacher and Caregiver Wellbeing
Challenge | Solution | Tools & Resources | Name and Email (Optional) |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Group 2. Teacher and Caregiver Wellbeing
Challenge | Solution | Tools & Resources | Name and Email (Optional) |
Work overload and prioritization | Eisenhauer’s matrix | Marios Dakis | |
Reduction of negative intensity of stressful events. (Temporal distancing during the COVID‐19 pandemic) | Letter writing with future self can mitigate negative affect | Marios Dakis | |
| | | |
| | | |
| | | |
| | | |
Group 3. Early Childhood Development (ECD)
Challenge | Solution | Tools & Resources | Name and Email (Optional) |
Teachers are not trained to inclusive education | Provide effective &, attractive (and short) training with lots of ideas for low-cost and no-cost ways for teachers to make their schools and classrooms more inclusive | EENET has produced 10 videos of 5mm and training manuals to train on inclusive ECD in several languages https://www.eenet.org.uk/inclusive-early-childhood-education-training-videos/ | Sandrine Bohan-Jacquot, s.bohanjacquot@hi.org |
Early childhood identification, diagnosis and supports across education and health systems for young children with disabilities | | Child Functioning Assessment Set/screening tool referenced by Sandrine https://data.unicef.org/resources/module-child-functioning/ And the short set: https://www.washingtongroup-disability.com/question-sets/ | |
| | ECD for Emergencies Kit (referenced by Nada Elattar, UNICEF) | |
| | | |
| | | |
| | | |